基于LICC范式的高职课堂观察量表研制初探  

Preliminary Study on the Development of the Observation Scale of Vocational Classroom Based on LICC Paradigm

作　　者：张文姗[1] ZHANG Wenshan(Nanjing Vocational Colledge of Information Technology,Nanj ing Jiangsu 210023,China)

机构地区：[1]南京信息职业技术学院

出　　处：《吉林省教育学院学报》2019年第8期115-119,共5页Journal of Jilin Provincial Institute of Education

基　　金：江苏省第三期职业教育教学改革研究重点自筹课题“基于LICC范式的高职院校专业化听课工作实施研究——以南京X学院60门专业课听课实践为例”（项目编号：ZCZ63）

摘　　要："课堂观察"LICC范式是一种专业化的听评课活动模式,能够解决高职教育听评课工作"无合作、无证据、无研究"的症结,提升听评课专业化程度,从而有效增强专任教师教学实践和研究能力,提高课堂教学质量。课堂观察量表的研制是借鉴LICC范式的最大难点,在实践中可通过对课堂观察活动的整体设计和对量表研制路径的设计,组织教学研究者和听评课教师分工合作,高效科学地完成量表研制。"Classroom observation"LICC paradigm is a professional action to listen and evaluate a class. LICC paradigm can solve the problem with no cooperation, no proofs and no study in traditional listening and evaluation. It can enhance the teaching activity and research ability for teachers, and it can improve the quality of classroom teaching. The development of the classroom observation scale is the biggest difficulty in drawing on the LICC paradigm. In practice, through the overall design of the classroom observation activity and the design of the scale development path, the teaching researcher and the listening assessment teacher can be organized in 7 steps copperation,and the scale can be completed efficiently and scientifically.

关 键 词：高职教育 课堂观察 LICC范式 量表 研制 

分 类 号：G712[文化科学—职业技术教育学]